In the current study, we examined how student characteristics and cognitive skills, differing levels of text complexity (cohesion, decoding, vocabulary, and syntax), and reading comprehension question types (literal, inferential, critical analysis, and reading strategy) affected different types of reading outcomes (multiple-choice reading comprehension questions, free recall, and oral reading fluency) in a sample of 181 native English-speaking adolescents (9 to 14.83 years). Results from item response theory one-parameter models and multilevel models suggested that different cognitive skills predicted performance across the three reading outcomes. After controlling for student characteristics and cognitive skills, text complexity negatively impacted reading outcomes, particularly oral reading fluency and free recall. Critical analysis and inferential questions emerged as the most difficult types of comprehension questions. The implications of these findings are discussed.

No abstract

No abstract

No abstract